Standards with the same topic and subject but for other grades
In numeric patterns, students must determine the difference, called the common difference, between each succeeding number in order to determine what is added to each previous number to obtain the next number. Students do not need to use the term common difference at this level.
Recognize the same pattern in different manifestations.
Extend a given pattern, using objects, pictures, or numbers.
Recognizing and using patterns and learning to represent situations mathematically are important aspects of primary mathematics.
Transfer a repeating pattern from one representation to another.
Compare similarities and differences between patterns.
Transfer a pattern from one form to another.
Solve problems that involve the application of input and output rules limited to addition and subtraction of whole numbers.
Create a repeating or growing pattern, using manipulatives, geometric figures, numbers, or calculators (e.g., the growing patterns 2, 3, 2, 4, 2, 5, 2, 6, 2, …).
At this level students should have experiences extending patterns when given a complete repetition of a core (e.g., ABCABCABC) as well as when the final repetition of the core is incomplete (e.g., ABCABCA... or Red, Blue, Green, Red, Blue, Green, Red, Blue…).